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TORRENTE ET AL. Only a handful of randomized control trials conducted in low-income and conflict-affected countries have shown promise in addressing children’s psychosocial and mental health needs through school-based programs. The three studies most relevant to this paper were conducted in conflict-affected regions of Nepal, Indonesia, and Sri Lanka, where authors found mixed results from a secondary prevention program involving trauma-processing activities, cooperative play, creative expression, and cognitive behavioral therapy. The Nepali evaluation used a sample of eight schools and did not find significant main effects, but it did find beneficial effects for subgroups of children in terms of psychological difficulties, aggression, prosocial behavior, and sense of hope (Jordans et al. 2010). The Indonesian trial, in which fourteen schools were randomized to treatment versus control conditions, found positive effects on children’s PTSD symptoms and sense of hope, but not on stress-related physical symptoms, depression, anxiety, or functional impairment (Tol et al. 2008). Similar results were found in a cluster-randomized trial of a comparable program in Sri Lanka. In that case, however, harmful effects were found for girls’ PTSD symptoms (Tol et al. 2012). In spite of emerging research, the current body of evidence on effective practices to promote mental health in low-income and conflict-affected contexts remains limited and inconclusive. Moreover, no studies have been conducted that test the potentially positive impact of universal programs that have a combined focus on student well-being and academic curricula. School-based programs to improve mental health that are fully integrated with the academic curricula are more likely to be scalable and sustainable, particularly in resource-constrained settings. This paper examines the impacts of one such integrated program on Congolese children’s mental health outcomes. 54 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC CURRENT PAPER This paper examines the impacts of one year of partial implementation of Learning to Read in a Healing Classroom on the quality of school interactions, namely, students’ perceptions of (a) supportive/caring and (b) cooperative/ predictable schools and classrooms, and on students’ subjective well-being, namely, (c) mental health problems and (d) victimization. We hypothesized that there would be a positive impact on both sets of outcomes, but expected a stronger impact on the quality of school interactions than on student well-being. The reason for this is that the program was designed to first transform the quality of social and instructional interactions so it could then influence student wellbeing. We also explored the heterogeneity of treatment impacts as a function of select characteristics of schools (i.e., baseline scores of outcomes) and children (i.e., gender, grade, language minority status). SETTING The DRC, the second largest country on the African continent, ranks next to last in the world on the human development index, an indicator of well-being that combines measures of life expectancy, educational attainment, and income. 2 In addition to dramatically low levels of social and economic development, the DRC has experienced ongoing political and social instability for the past four decades and thus ranks in the bottom ten countries on the Global Peace Index (Institute for Economics and Peace 2014). Due to limited resources, widespread corruption, and ongoing violent conflict, education in the DRC has been severely underfunded and underdeveloped (UNICEF 2013). In the 1980s, when the Congolese education system was considered one of the premier systems in sub-Saharan Africa, the government dedicated 25 percent of its budget to education. By contrast, between 1990 and 2000, the Ministry of Primary, Secondary, and Professional Education (MEPSP) received a mere 1 percent of the national budget. Education expenditures in 2010 (just before this study began) amounted to 2.5 percent of the GDP, whereas they were twice as much in neighboring Rwanda, Burundi, and the Republic of the Congo. 3 Due to insufficient public funding, household resources largely sustain the DRC education system, and teacher salaries are among the lowest in sub-Saharan 2 See http://hdr.undp.org/en/statistics/. 3 See https://www.cia.gov/library/publications/the-world-factbook/. October 2015 55
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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Page 6 and 7: BURDE power to guarantee the right
Page 8 and 9: BURDE ISSUES AND CONTENTS The journ
Page 10 and 11: BURDE Since the late 1990s, IRC has
Page 12 and 13: BURDE The authors note that working
Page 14 and 15: “WHETHER AND HOW?” HISTORY EDUC
Page 16 and 17: PAULSON children should be taught t
Page 18 and 19: PAULSON I conducted English languag
Page 20 and 21: PAULSON and Stammer 2013; Torsti 20
Page 22 and 23: PAULSON enquiry-based approach to t
Page 24 and 25: PAULSON The history of recent confl
Page 26 and 27: PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
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Page 32 and 33: PAULSON In Israel, new history text
Page 34 and 35: PAULSON In addition to these positi
Page 36 and 37: PAULSON Controversy, Protest, and P
Page 38 and 39: PAULSON APPENDIX Analysis Author(s)
Page 40 and 41: PAULSON REFERENCES Ahonen, Sirkka.
Page 42 and 43: PAULSON Freedman, Sarah Warshauer,
Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
Page 48 and 49: IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 52 and 53: TORRENTE ET AL. postconflict Guatem
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
Page 102 and 103: MENDENHALL ET AL. attend schools se
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MENDENHALL ET AL. First, we selecte
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MENDENHALL ET AL. science teacher a
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MENDENHALL ET AL. There are many ty
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MENDENHALL ET AL. at Sud Academy, a
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MENDENHALL ET AL. Notably, the teac
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MENDENHALL ET AL. The confluence of
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MENDENHALL ET AL. New teachers ofte
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MENDENHALL ET AL. In our analysis,
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MENDENHALL ET AL. The head teacher
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MENDENHALL ET AL. particularly in c
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MENDENHALL ET AL. Government of Ken
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MENDENHALL ET AL. Sieff, Kevin. 201
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MENDENHALL ET AL. APPENDIX 1 List o
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MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE INTRODUCTION Usin
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REISMAN AND JANKE New challenges ar
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REISMAN AND JANKE youth aged 15 to
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REISMAN AND JANKE This improved acc
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REISMAN AND JANKE According to the
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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